Metacognitive Strategy in Reading

"Reading is composed of a series of complex actions, related to physiological, psychological, psycholinguistic, social, affective, cognitive, and metacognitive processes, in reconstructing foreknowledge, in analyzing the meaning of words, in monitoring the text, and in inferring the gist and meta structure of the text" (Adam, 1990; Andorsen, 1994; Small & Arnone, 2011, cited in Çer, E., & Şahin, E.). There are so many strategies that can improve reading comprehension skill, one of them is metacognitive strategy. Reading using metacognitive strategy is not only improving student's comprehension and intellectual skill in pre-, during -, and post- reading, but also improving their attitude, knowledge, motivation, and expectation. Students can express their feeling and thought effectively through metacognitive strategy. The core of this strategy in reading are planning, self-monitoring, self-evaluating, and self-regulating processes in pre-, during-, and post- reading. It incite positive relationship between the book and the students. Students will be more active, confident, successful and responsible to their own planning and self-report in reading.

Implication :

See the fact that metacognitive strategy in reading can improve student's reading comprehension, I would like to apply it in my future class. It perhaps creates good atmosphere since the student's will recognize their own speed, level and ability in reading. It also make the teacher easier to monitor student's progress.

Citation :

Çer, E., & Şahin, E. (2016). Improving Reading Comprehension Skills with Children’s Books through Metacognitive Strategy: The Turkish Context. Journal of Education and Training Studies, 4(9), 109-119.